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Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities

Author

Listed:
  • Luis Ortiz-Jiménez

    (Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almería, Spain)

  • Victoria Figueredo-Canosa

    (Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almería, Spain)

  • Macarena Castellary López

    (Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almería, Spain)

  • María Carmen López Berlanga

    (Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almería, Spain)

Abstract

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

Suggested Citation

  • Luis Ortiz-Jiménez & Victoria Figueredo-Canosa & Macarena Castellary López & María Carmen López Berlanga, 2020. "Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities," Sustainability, MDPI, vol. 12(22), pages 1-12, November.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9446-:d:444460
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    References listed on IDEAS

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    1. José María Fernández-Batanero & Borja Sañudo & Marta Montenegro-Rueda & Inmaculada García-Martínez, 2019. "Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain," Sustainability, MDPI, vol. 11(9), pages 1-12, May.
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    Cited by:

    1. Gheorghița Nistor & Cristian-Laurențiu Dumitru, 2021. "Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions," Sustainability, MDPI, vol. 13(13), pages 1-17, June.
    2. Vlastimil Chytrý & Milan Kubiatko & Romana Šindelářová & Janka Medová, 2022. "Socioeconomic Status of University Students as a Limiting Factor for Various Forms of Distance Education during COVID-19 Measures," Sustainability, MDPI, vol. 14(10), pages 1-12, May.
    3. Carmen del Pilar Gallardo-Montes & María Jesús Caurcel-Cara & Emilio Crisol-Moya & Paula Peregrina-Nievas, 2023. "ICT Training Perception of Professionals in Functional Diversity in Granada," IJERPH, MDPI, vol. 20(3), pages 1-13, January.

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